This unit of study centers on the events and battles surrounding the American Revolution. The students will use the ISP (Information Seeking Process) inquiry process and the provided pathfinder to research events that interest them and find answers to questions they have about the Revolutionary period. Students will create a poster using a Web 2.0 tool such as smore to depict the culture of that time period. Educators will ask students for volunteers to show student poster work on the whiteboard for the class to see, and students will use a rubric to assess their own work. The students will listen to the educators read George vs. George and watch clips from the John Adams film series. In the background at low volume, drill and ceremony marching drums will play on a portable stereo. Students will complete a graphic organizer that requires students to pull sensory images from the film clips and book which the class will then go over together. Students will reenact battles/events from the Revolution using the sensory images they gathered on their graphic organizers and use a rubric to self-assess their performance. (Educators will assess performances using the same rubric.)
The lesson plan illustrated here takes place on the fourth and fifth days of the unit, and explains the sensory image graphic organizer and student reenactments in greater detail.
Follow this lesson plan template. Keep the template text in bold font. Add your information in regular font.
Planning
· Reading Comprehension Strategy: Using Sensory Images
· Reading Development Level: Advancing; Grades 7-8
· Research-based Instructional Strategies: Information Seeking Process - missing
· Lesson Length: Two 45-50 minute lessons
Purpose: The purpose of this unit is to further students’ knowledge and understanding of events in the American Revolution. This lesson is designed as an assessment of inquiries into American Revolutionary events. The unit continues as students present their reenactments. This lesson will strengthen students’ knowledge of America’s past, and further develop an understanding of the power of a collective and that they can make changes to not only the government, but to school policy as well if they participate actively.
·
Objectives: At the end of this unit, students will be able to:
1. Use Information Seeking Process inquiry research strategy to find information about the American Revolution battles / culture.
2. Use their senses to understand the hardship, struggles, and sacrifices of the soldiers who fought in the Revolution.
3. Distinguish differing political climes and economic perspectives leading to the war.
4. Dramatize Revolutionary War events.
5. Self-assess their notes and performances.
Resources, Materials, and Equipment:
Children’s or Young Adult Literature (fiction and informational books):
George vs. George: The Revolutionary War as Seen by Both Sides by Rosalyn Schanzer
Websites (including pathfinders): Revolutionary War Internet Pathfinder (will need to be revised / adapted for older students): __http://www.livingston.org/Page/12244__;
Materials: “John Adams” film clips (librarian owns a personal copy DVD), Historical Reenactment Rubric (Student & Educator use), Class Project Poster Rubric (will be used earlier in inquiry part of unit; not provided here)
Equipment: Internet access, computer/tablets; whiteboard; hats, capes, other props, if available.
Collaboration: Educators illustrate the purpose of using sensory language to better understand historical events. The educators demonstrate inquiry learning in discovering information about topics and creating notes from several sources in different formats. They monitor student research processes, note-making, Works Cited, and student reenactments. During steps 1-6 of the ISP portion of the lesson, the educators will cooperatively reassure students that learning about new topics is fun and interesting; encourage students’ choices; reassure students; continue to encourage students & check for understanding; let students know how much they have accomplished so far and to keep going; and congratulate the students on how well they did. If students don’t feel they did well, educators will provide feedback and additional training.
Assessment: Students will self-assess using a rubric while educators will formally assess through the use of the graphic organizer rubric.
The educators will informally assess student learning through group discussion and performance.
· Standards (from the TEKS or other state standards): -
TEKS Standard: §113.20. Social Studies, Grade 8, Beginning with school year 2011-2012.
(b) Knowledge and Skills
(4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:
(c) explain the issues surrounding important events of the American Revolution, including declaring Independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783
(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:
(D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants;
Reading and/or writing: Students will read web pages and write drafts of their re-enactment performances
ELAR-TEKS missing
Listening and speaking: Students will re-enact various scenes from the war in small groups; when not performing, students will listen to others’ performances
Other content areas:
Educational technology:
§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012
(30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(C) transfer information from one medium to another, including written to visual and
statistical to written or visual, using computer software as appropriate;
Information literacy (or AASL Indicators):
1.1.9: Collaborate with others to broaden and deepen understanding.
3.1.3: Use writing and speaking skills to communicate new understandings effectively.
4.1.8: Use creative and artistic formats to express personal learning.
Implementation
Previous Lessons:
-Students will use inquiry-process research on select battles and events during the American Revolution. Students will choose which event or battle interests them the most and ask themselves what they would like to know about that event/battle. The students will research their question using an inquiry process for a period of two days. During the third day, students will individually create posters depicting the culture of that time period using Smores. Students will volunteer posters to be shown on the class whiteboard and assess themselves using a rubric.
Process
Motivation:This is what the educators do to get students' attention and invite them into the learning. I do not think reading to students will grab their attention. There is also no need for two educators to be involved in this "motivational set."
-Read students George vs. George: The Revolutionary War as Seen by Both Sides by Rosalyn Schanzer.
-Show the students the video clips from John Adams.
-Students write sensory images down into Graphic Organizer.
Student-friendly objectives:
-Name the sensory words describing American culture and environment around the time of the American Revolution.
-Reenact events from the American Revolution.
Presentation: Educators take turns reading and dramatizing from the picture book. The educators lead the students through the graphic organizer and document student responses onto a class organizer.
Student participation procedures:
or
Student practice procedures:
-Students fill out the GO using applicable sensory words individually.
-In small groups, compose a scene utilizing recorded GO words and act it out.
Guided practice: Educators monitor students’ choice and application of sensory words / phrases. Educators provide guidance and suggestions, if needed, for re-enactment script writing.
Closure: -Ask for students to volunteer some of their sensory findings and explain how those findings helped them understand the events better.
Reflection: Which senses did the images most appeal to?
Which senses affected you, the actor / reader / viewer, the most?
· Extensions(Moreillon 15, 17)
-Students create their own sensory images and use them in a poem related to one of the major Revolutionary War events.
-Students continue to study sensory imagery effect on readings and viewings in order to help the audience better visualize the happenings throughout history in wars, depressions, and other historical events.
-Students read excerpts from The Winter of Red Snow: The Revolutionary War Diary of Abigail Jane Stewart by Kristiana Gregory and identify additional sensory descriptions of the time period, but this time in text.
Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions, 2007.
Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012.
7 April
Hello!!! Howdy! I’m just now reviewing feedback from the benchmark… Nice… Does she send us the same feedback or is it individualized??? I got my feedback last week I think… She seemed to really like it… I think we got the same feedback. Oh, well that’s weird then… Maybe she thought she put your name on the email too? Oh, silly me!!!! I was talking about the deconstruction…. I haven’t gotten it from the benchmark…. does she email it or is it on Bb??? It was on BB. I just emailed it to you. Oh, okay!!! Thanks!
Okay, so there is like 30? things we have to do for the lesson plan excluding creating the rubric(s) and the graphic organizer and pathfinder? Do we really need to create one, I wonder…. Oh, I don’t know about the pathfinder…. I need to re-read…. I gathered the rubric and GO from online discussion questions…. I don’t know about the pathfinder….
I think we should either say one of us does the rubric and one of us does the GO or we set aside two meetings to only work on those things… Then we divide up our goals for each meeting so we can get this thing done….
Okay, sorry, I just finished reading it... I like setting meetings to work on each sub-product. She also made a point to say make sure our teaching is collaborative, not just taking turns. I don’t think that was specifically for us, but a trend that she saw.
Oh, okay I see… She also said stuff about using discussion on the wiki… I haven’t read the comments on the wiki, but it seems she wants more discussion on there??? I think making sure we both insert our voices into the discussion tab after our meetings and then occasional questions / comments on each page will do it. Like, if we email each other questions or discuss meeting times, we also post on wiki. okay
I’m going to be honest and tell you I haven’t really checked to see what we are supposed to do in 3.4… I know one week we post our lesson plan in the discussion board… Okay, I checked, we do that next week, nothing is due on 4.2 until next week-I think we post our lesson plan by Wednesday...
According to the tracker, the OD original post is 16 April. I don’t really know what that entails; the due date for this project 25 April.
From AS:Module 4.1: Lesson Plan Peer Review Share your lesson in O.D.4.1. Partners will discuss what kind of feedback they are looking for. EACH partner will post the link to the lesson plan by instructional level. In your posting, ask for specific feedback. (To earn full points, each partner must ask for different feedback.) Each LS5443 student will respond to two other students' lesson plan requests for feedback.
It looks like we’ll need to coordinate which feedback each of us wants.
From PB O.D.4.1 - Lesson Plan Peer Review. Partners will discuss what kind of feedback they are looking for. EACH partner will post the link to the lesson plan by instructional level. In your posting, ask for specific feedback. (To earn full points, each partner must ask for different feedback.) Each LS5443 student will respond to two other students' lesson plan requests for feedback. Your initial posting is due by Wednesday, April 16th at 9:00 p.m. CT. Respond to at least two classmates’ postings by Sunday, April 20th at 9:00 p.m. CT.
SORRY, My GD is acting crazy…. It doesn’t show anything you write for awhile, and then it shows you typing at warp speed and a whole bunch of stuff shows up… in purple… I don’t know what it’s doing….We’ll just fix as we go. Lol, sounds good...
Maybe we should start off working on the lesson plan asynchronously and then discuss what we’ve done at the meetings? I agree…. Maybe if we just set up goals…. so we know what we want to have done by the meetings and keep us on track...She did give feedback about goals Yes, I think she wants goals in addition to the TEKS standards… I still don’t fully understand….I don’t know...we’ll have to think about it more. Okay, we meet again tomorrow??? Or do you want to wait until Thursday night? Can we do WEdnesday as a sub for both days? Thurs evening at TLA is TWU gathering and GLISA meetup right afterward. I figure not finishing up with those event until 9-10. Wednesday evening? Yes And what do we want to have ready? Come up with better goals? Asynchronous work on LP? Okay, sounds good… Okay, see you WEdnesday, 8:30? Okay, see you then!
8 Apr
I am taking a few minutes to work a little bit on this… I figured we can start with the “Planning” part because it’s the part we should already have done… I’m pretty sure most of this was done during our, well, planning phase…. Anyway, so that is where I am going to start :-)
Planning · Reading Comprehension Strategy: Using Sensory Images · Reading Development Level: Advancing · Research-based Instructional Strategies: · Lesson Length: · Purpose: The purpose of this unit is to further students’ knowledge and understanding of events in the American Revolution. This lesson is designed as an assessment of inquiries into American Revolutionary events. The unit continues as students present their reenactments. This lesson will strengthen students’ knowledge of America’s past, and further develop an understanding of the power of a collective and that they can make changes to not only the government, but to school policy as well if they participate actively.
· Objectives: At the end of this unit, students will be able to: 1. Use their senses to understand the hardship, struggles, and sacrifice of the soldiers who fought in the Revolution. 2. Distinguish differing political climes and economic perspectives leading to the war. 3. Dramatize Revolutionary War events. 4. · Resources, Materials, and Equipment: Children’s or Young Adult Literature (fiction and informational books): Self-Assessment Rubric Websites (including pathfinders): Internet Pathfinder Graphic organizers: Graphic Organizer, Graphic Organizer Rubric Materials: “John Adams” film clips Equipment: Internet access, computer/tablets · Collaboration: Educators illustrate the purpose of using sensory language to better understand historical events. The educators demonstrate inquiry learning in discovering information about topics and creating notes from several sources in different formats. They monitor student research processes, note-making, Works Cited, and student reenactments. · Assessment: Students will self-assess using a rubric while educators will formally assess through the use of the graphic organizer rubric.
The educators will informally assess student learning through group discussion and performance. · Standards (from the TEKS or other state standards): -TEKS Standard: §113.20. Social Studies, Grade 8, Beginning with school year 2011-2012. (b) Knowledge and Skills (4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to: (c) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783 Reading and/or writing: Listening and speaking: Other content areas: Educational technology: Information literacy (or AASL Indicators): 1.1.9: Collaborate with others to broaden and deepen understanding. 3.1.3: Use writing and speaking skills to communicate new understandings effectively 4.1.8: Use creative and artistic formats to express personal learning.
_ 9 Apr Okay, and on to the Implementation…. Implementation · Process Motivation -Show the students the video clips from “John Adams” -Students write sensory images down into Graphic Oraganizer Student-friendly objectives -Name the sensory words describing American culture and environment around the time of the American Revolution. -Reenact events from the American Revolution. Presentation -One educator leads the students through the graphic organizer. -One educator documents student responses onto class organizer. Student participation procedures - or Student practice procedures - Guided practice -Students reenact events from American Revolution using sensory images from G.O. Closure - Reflection -Which senses did the images most appeal to? -Which senses affected you, the actor/reader/viewer, the most? · Extensions - *Okay, here is what I don’t understand. This whole thing is supposed to be a unit-right? Because we can’t fit everything she wants into one lesson… So we are supposed to create a lesson plan for a piece of the whole, right? So, does she wants lesson plans on the other days or does she want just brief synopsis of the other days? I’m thinking the synopsis thing, but I wanted to know what you thought….
_
9 APR
Howdy! Gosh, you’ve done a lot of work on this project. I haven’t even thought about it.
From my understanding, this lesson plan is for one lesson only, not an entire unit. We may need to explain a few things about the beginning or the end of the unit depending where within the unit this lesson falls.
Girl, I am beat! I don’t know how long I’ll be able to stay here. I’m still working on OD 3.4 and can’t think straight anymore.
Hey!!! Yea, I had some time on my hands… I actually got through OD 3.4 fairly quickly, and finished up all my work in my other class, so I was pretty good… I didn’t really have anything else to worry about besides my 4.3 project, but I hit some writer’s blocks there and decided to work on this ;-) I don’t think we need to be on here that long…
Are you still on here? Yes… :-) Okay! I was worried you had waited on me… It’s only 9:33. I was washing my dishes so I can get ready for bed. Oh! Okay! I still need to do that too…. :-/ So, talk to me...what are we supposed to be doing tonight?
Well, we had said we would be working asynchronously...pretty sure I spelled that wrong… oh, yes… that’s right and that’s spelled perfectly anyway, and we’d check in tonight… So I did a bunch of work, and plugged in a bunch of stuff that we had used on the benchmark stuff in our respective colors, and then added stuff to the implementation part… I got stuck on some stuff and didn’t have as much time to work on it today though… I did most of this yesterday... I think you’re doing great. I’m out of touch and wrapped up in the conference stuff. I saw Dr. M today during a drive by. I understand! I think it’s a little crazy that all of this stuff is due this week during the conference!!! Did you meet her??? An entire crowd of librarians was going in one direction in the hall, including her; I was going in the opposite direction when I saw her directly in front of me. I think I startled her when I called her name. What else is due besides the discussion? Oh, that’s all really, but surely everyone is working frantically on these lesson plans and marketing project??? That’s cool that you met her :-) She seems pretty awesome! That’s true about the other projects. She is supposed to be at the mixer tomorrow, so I will meet her more. I’m hoping Dr. Richey is here, too. Yea, she’s pretty cool too…
Okay, so we can continue to work separately on this stuff, maybe start creating a g.o. and rubric on the bottom of this document too???? And merge more stuff together on Sunday??? We don’t have to have the g.o. and rubric complete by next week, only most of the lesson plan so we can share it with the class… At least that’s my understanding...Yeah, I didn’t really get that...so we’re posting the lesson plan in discussions? Next week? Yes ma’am…. Lol, yea, but I think we’ll be okay… We probably don’t have to post it to discussion until Wednesday because that is usually the case, so we’ll meet Sunday and again Tuesday… I think we’ll have the actual lesson pretty much good by then… And then we’ll just have the rubric and g.o. to worry about...OK. So, what else for tonight? I think we are okay for tonight. We touched base, made a plan, we’re a go. That sounds good right now. When are we meeting next? Sunday at 8:30 or 9:00 Roger that! Sorry, but I’ve got to go to bed now! I’m dying...Hello… Sorry, I had a text I had to answer… That sounds great, I need to do dishes, clean up and get in bed too!!!! You kids and your cell phones...lol lol, well, it was from my Mom... Well then, goodnight! I’ll try harder to work on the LP Lol, no worries, just do what you can when you can, we’ll get it done! Have a great night!!! See you Sunday! Okay, bye. Bye!
10 April Okay, I did a little more work on the Process part of the lesson… Go through and fill in the parts with your comments and stuff and we can finalize it all better later. I am going to work on the G.O. this weekend because I think I’ve figured out what exactly we can do for it… I’ll have it ready for our Sunday night meeting… Maybe you can work on the rubric? Implementation · Process Motivation -Show the students the video clips from “John Adams” -Students write sensory images down into Graphic Oraganizer Student-friendly objectives -Name the sensory words describing American culture and environment around the time of the American Revolution. -Reenact events from the American Revolution. Presentation -One educator leads the students through the graphic organizer. -One educator documents student responses onto class organizer. Student participation procedures - Raise hand to suggest word or phrase. -Tell which column it belongs in. or Student practice procedures -Work with group to rehearse reenactment. -Prepare sensory images to be present in reenactment. Guided practice -Students reenact events from American Revolution using sensory images from G.O. Closure -Ask for students to volunteer some of their sensory findings and explain how those findings helped them understand the events better. Reflection -Which senses did the images most appeal to? -Which senses affected you, the actor/reader/viewer, the most? · Extensions -
*I’m not sure yet about anything for the extensions… I’ll give it some thought…
__ 13 APR Howdy. Well, as you can see, I have not done much with this project. Sorry, I feel like I am dropping the ball here. I’ve scoured for some rubrics, so I’m working on that. Right now, I am working on this week’s discussions. Okay, it’s nine and I guess we’re meeting tomorrow instead. See you then! Hi! Sorry, I forgot about the meeting tonight!!! And then I couldn’t get on for some reason… My internet was not working…. It’s still not working 100%, so I hope you can see this Hey, I’m here. Hi! Sorry!!!! I completely forgot and then when I remembered, my computer decided to now work… That’s okay, I was just about to close this page. lol… well, I didn’t get a chance to work on the graphic organizer over the weekend, so I still need to do that… So there’s not much really to talk about tonight…. I barely got my discussions done; my grandgirl was here for the weekend and we do stuff that is not my homework... Awe :-) I’m sure you don’t even think about schoolwork!!!! Well, I like to take her to educational stuff. today we went to the holocaust museum and other museums. I looked at a few rubrics that I can adapt for our use, but other than that, I’ve not done too much. That’s okay, do you think you’ll have time to look at the lesson plan before Tuesday night when we meet again??? I think we have to post our lesson plan to the discussion by Wednesday night…. I’ll have to. I can’t believe I again have back to back tasks. Next week is a project in my other class. This is killing me! And I haven’t done my taxes yet. LOL poor me! Lol!!!! Oh no!!! Yea, I have to do my son’s taxes because he had a fair project this year and made too much, so I still have to do his taxes for that,.... So running out of time… And I know!!! This semester has been a killer!!!! So, we meet at 9 on Tuesday? Yes ma’am! I will have the graphic organizer done (even though I don’t think we have to post it… I will check the assignment sheet to make sure though) I’m about to have some big deadlines in my other class too, so I need to stay on top of stuff in this one… Ummm, I will have that done and if you get a chance to look over the lesson plan and add stuff, we can finalize the lesson plan itself on Tuesday night….Okay, I will work on it tomorrow. Awesome! So we’re done for tonight right??? Yes, goodnight! Goodnight, and sorry again!!! No sweat, I’m downloading her articles for this week Alright, well have a great evening and I’ll see you Tuesday!!!
15 APR
Howdy! I’m up above, still working on this thing
Hi! Ok…. I’m going to address your questions while you work :)
Okay, my only problem with just creating the scene and acting in one class is that it isn’t implementing the sensory strategy or an inquiry strategy. I know she said we didn’t have to include them both in the same lesson and that if we didn’t we had to provide a short blurp on how it is implemented in previous or post lessons. I don’t know if we could address all the areas on the lesson plan plus the strategy or inquiry process if all do in the lesson is create the scene and do the reenactments….
I was actually thinking we would have them research and use inquiry process in previous lessons where they are researching the battles or whatever they are reenacting previously. Maybe they do some kind of paper or presentation??? In order to prepare the final project which will be the reenactment??? Do you think???? Sounds good.
I’m just putting ideas out there… I just want to make sure we cover all the ground. In regards to the graphic organizer…. When I was putting stuff in the lesson plan I was trying to fill all the spaces in the lesson plan… So I said that we would actually do the graphic organizers as a class…. So each student has a paper, but we do it together… That way the teacher and librarian are co-teaching part of the lesson….good
Then we can have them start the reenactments (maybe start planning?) and the reenactments can take place in following days??? maybe???? I don’t know, time was one of the things I was having trouble with…. Sorry, I’m all over the place…..I’m am confused as well with this LP.
I’m going to be honest, I haven’t looked at anything you’ve put up on the lesson yet….
Okay, it’s looking pretty good up there… The lesson plan is getting confusing because we have to make sure we implement the requirements she gave us and then fit it all in with our lesson plan and ugh…. It’s just getting complicated…
I’m also confused about the discussion post for this week…. My understanding is that we post link to the LP, what we have done so far, and each team member asks our classmates for feedback to a specific area. We need to coordinate to make our feedback request not be the same.
Does that make sense?
I think so…. So how do we link the LP? Like linked from the wiki??? And then we have two separate questions right? I’ll paste what we have done above into the wiki. Then set the wiki page link in the discussion. Yes, we have two separate questions / feedback areas.
Okay, so we just need to finish up the LP and figure out what two questions/areas we want to address? I would say we post our LP as is, stating it is still in progress. If we rush to finish it tonight, it still won’t be right. The actual due date to the real grader is 25 APR. We will still have over a week to complete. Of course the more complete it is now, the better and more complete the feedback will be, but I think we can fix her up real well in the week that’s left.
Ok… Whew! that’s true….I agree, I don’t think we have all that much left, it’s mainly joining our ideas together and polishing it up… I do have a question about the GO… If we are doing it as a class, will we still need a GO rubric? Good question; probably not. We need the reenactment rubric because at the least we are introducing it and at the most we are doing it, so it’s still necessary…
Ok, then I won’t worry about that…. One thing done :-) Yeah!
From the discussion board:
Each person will submit your team's lesson plan for review and feedback from our classmates (by Wednesday at 9:00 p.m. CT). Each person will ask for DIFFERENT feedback. (If both partners ask for the same feedback, each will earn 1/2 points.)
Please post your lesson plan in the appropriate instructional level thread. You will read, respond, and supply the requested feedback to at least two other students' lesson plans.
Ok so what do we need to get done on here tonight??? Figure out our feedback for each of us. Ok, what were you thinking??? I thought maybe ask about the GO, and doing it as a class? I don’t know what exactly to ask though….
Sample db questions for MS:
Feedback requested: I would like feedback about the inquiry in this lesson. Do you think there is a sufficient amount? Students will have created a KWHL chart prior to this lesson, and that chart is referenced in the presentation section. Do you have suggestions for including more inquiry or do you feel that there is enough?
Feedback Requested: In our lesson, the teacher and librarian model how to pull one or two main ideas out of a paragaraph of informational text. Students than practice this with articles about their self-selected reform movement. Identifying important concepts in text can be a difficult skill for students. I would love any suggestions about how to help students understand and be successful with this process. In other words, what tools can we give them during the modelling and guided practice to help them be successful when completing the task independently.
Okay, so maybe I can ask something like:
In our lesson, the students are watching film clips from “John Adams”. The students will pull sensory images from the clips and add them to a graphic organizer. We will fill out the graphic organizer as a class, both on student papers and on the overhead/board. Should we also use a GO rubric for the students to self-assess? Is that where you were going?
Ugh! Lost train of thought….. Good…. I think so…. That’s enough right???
Do you have any ideas what you can ask??? I’m trying to think... Maybe about time constraints and what can be fit into the lesson in one day? Oh, boy. Are the amount of activities planned for this one 45-50 minute session reasonable? Are we trying to pack too much into one time period? What about that? That sounds good… maybe something like, no it’s good…. I think this will work… I was going to say something about time suggestions like how long they think the parts of the session will last, but I think that information will be volunteered with this question, so you’re good...Okay.
Awesome! So we know what questions we are posting and we just post them plus the link to the wiki right? And that’s all that is officially due this week right? Checking tracker… Yes, just the discussion post plus two responses for this week. There is another discussion next week and the LP Final due on 25 April. Ok. and the marketing project is about to be due too…02 MAY is the due date for mkt project. Oh, ok. I think we are on track here though….What time tomorrow do you want me to paste what we’ve got into the wiki? I don’t think I will be home most of tomorrow, so I won’t be able to post to Db until around 4:00… Okay, so early afternoon I’ll paste. After that, I think we can still work on the GD and re-paste later. Sounds good!
Then I will work tomorrow on polishing up the lesson plan and if you can do that tomorrow or Thursday sometime too, we may be able to finish up or almost finish up at our meeting Thursday night!!!! We’ll still have to wait for Sunday to fix anything with the suggestions from the Db though, but we should be just about done!!!
So, we will meet again Thursday? or do you just want to wait until after all feedback is posted? That’s fine, we can wait…. Do you want to meet Sunday or Monday then? Can you meet Monday during the day? I think so…. Yes, that should be fine… I can meet between 9 and 2…How about 11? That seemed to work previously. That sounds great! I think if we work at it, we should be able to wrap everything up then and be finished early… And we can work individually on the LP until then… Exactly. I have a project in my other class due on 23 April, so I will be starting to split my time soon. We’re almost there, just a little more… Yes ma’am!
Alright, so should we call it a night then? Magnificent! Goodnight! Goodnight! See you Monday at 11! Tally-ho!
21 April
Howdy! Good morning! Hi!!!
I read Donnie’s suggestions replying to your feedback about extensions. I think those are both good suggestions that we can use. As far as what he said about the re-enactments, I disagree. I think sensory imaging can be incorporated by the dramatic acting skills and the use of a narrator setting up the scene: The wind whipped through their thin garments chilling the Soldiers to the bone. Their footprints left pinks smears in the icy snow where their bandages bled through. etc.
Crissy replied to my posting that the GO will take most of the time and the re-enactment could be an extension. She also suggested using a Web 2.0 tool for the GO.
I agree, I think that the sensory images would enhance the reenactments and help the students get “more into it”...
Yes, I saw Crissy’s reply and agreed with it, but…. while I think the Web 2.0 tool for the GO would be great…. I just really want to get finished :-/ I agree. I think what you’ve done is sufficient. Unless you want to add a couple of questions at the bottom like, oh I can’t remember, some elementary person added two questions to the bottom of their GO. Yea, I saw that on one of high school lesson plans too… I liked it… Let me think…
maybe something like:
-Which sensory images helped you best empathize what the soldiers and colonists experienced during the American Revolution? That’s great!
-Do you think that you would be able to visualize the culture and environment from this time period without the sensory images? Let’s see...this is yes / no. How would you visualize the culture and environment without sensory images? Is it possible? Write a brief description without using sensory images. Which description do you like better and why? I don’t know… I like it! Great!!!
Okay, I am going to add those questions real quick… Actually I’ll do it when we are finished because my computer is doing something funny… Ha, ha, not!
Do we want to use this as an extension?
students to read excerpts from a piece of literature that concerns the same time period (like My Brother Sam Is Dead) and identify additional sensory descriptions of the time period, but this time in text.
Now that I read it, we’ve already done that, no? I like this one better:
create their own sensory images and use them in a poem related to one of the major events you are studying.
Oh! That one is good!!! I put the reenactments as an extension, but I don’t think they are.. I think they’ll just be the next lesson. I don’t know how to put that unless we put post-lesson or next-lesson or something like that and write a short synopsis…??? What do you think? Actually, I think that a brief statement of lessons before and after are required. I think she mentioned that. Looking at others’, they simply wrote a short paragraph before the LP form stating such. She mentioned several times that this is one--fifty minute lesson out of a unit. Yea, I think I remember reading that now that you mentioned it. I wrote a “previous lesson” thing above , after the planning part of the lesson and before the implementation… I knew she had said we had to use a reading strategy (which is our sensory image thing) and an inquiry process. She said if we didn’t use the inquiry process in the actual lesson plan, we had to include where in the unit we’d use it… So that is what I put in the previous lesson thing… Something about using inquiry process to research about a battle or event in the American Revolution… something like that… I didn’t think about lessons afterwards… Well, if this is the ultimate lessons, there will be no lessons afterward except for later extensions? true.
Okay, so what do we need to do to be done??? I need to add the questions to the GO and upload to the wiki… What else? I looked at the AS and one of us turns in the rubric plus our creations from the lesson plan-the GO and the Rubric...and the other of us turns in the link to the wiki… Let me look But what do we need to do to get there???
By the way, the GO is required.
~I need to finish the rubric for the reenactment.
~Descriptive paragraph about the unit and where this lesson stands
Maybe we need to beef this up a little:
The benefits of coteaching are evident in the main lesson in all three of these: motivation/introduction, modeling, and guided practice. The team uses two educators effectively and creatively throughout the lesson.
Ok. So let’s do the descriptive paragraph and where lesson stands right now, and then we can each finish our parts and decide when we’ll have them done and when we can submit! Okay, let’s do the paragraph. I know we both have other projects coming up. However, I am in no rush to submit this thing. Lol, I don’t want it to be wrong, I just want it to be done… I understand. Exactly. I would hate to hurry up and finish with three days left and then get a substandard grade when the simple fix could have been done in that remaining time. But done right….True.
From LP Purpose:
This lesson is designed as an assessment of inquiries into American Revolutionary events. The unit continues as students present their reenactments.
This unit of study centers on the events and battles surrounding the American Revolution. The students will use an inquiry-process to research events that interest them and find answer to questions they have about the event. The students will watch clips from the “John Adams” series
Do we use the same stuff we already said??? Cuz that’ll make it easier…. I don’t think necessarily. I was just confirming what you’d already stated about this particular lesson and apparently it is not the last but next to last lesson in the unit? Not necessarily, I was mainly going with what Crissy said about the time restraints… I think we will be able to start the reenactments or get the students started planning them, but I don’t think we will finish it the same day… So it won’t necessarily be another lesson, this lesson will just go into another day…??? Okay, I see. So we may need to adjust the time allotment? ??? Possibly...
Is the GO the assessment of the inquiry research? No, I don’t think so, I don’t know what the students will do with the research or how i will be assessed, I was putting it in there because it was required, I didn’t know how detailed we had to go for other lesson descriptions… Okay, I think we will need to have an answer of what their inquiry research is for even if it’s not in this lesson.
This is so messy and difficult for me to create the lesson in the middle of a unit without creating the entire unit. It’s hard for me to see the big picture without the linear planning. Yes, I’m all over the place… And my “big picture” keeps changing, which is probably reflected in my additions to the lesson plan above…. Too late now, but I guess we could have been better served to write a skeleton of the entire unit and then pick out which lesson and extend that idea. Could have done that if we weren’t so pressured for time… True, in retrospect, that would have been the way to go…. Okay, enough crying :( lol
This unit of study centers on the events and battles surrounding the American Revolution. The students will use the ISP (Information Seeking Process) inquiry process and the provided pathfinder to research events that interest them and find answers to questions they have about the Revolutionary period. Students will create a poster using a Web 2.0 tool such as smore to depict the culture of that time period. Educators will ask students for volunteers to show student poster work on the whiteboard for the class to see, and students will use a rubric to assess their own work. The students will listen to the educators read ‘George vs. George’ and watch clips from the “John Adams” series. In the background at low volume, drill and ceremony marching drums will play on a portable stereo. Students will complete a graphic organizer that requires students to pull sensory images from the film clips and book which the class will then go over together. Students will reenact battles/events from the Revolution using the sensory images they gathered on their graphic organizers and use a rubric to assess their performance.
The lesson plan illustrated here takes place on the fourth and fifth days of the unit, and explains the sensory image graphic organizer and student reenactments in greater detail.
How many days do you think everything will take? What day # does our lesson occur??? Hmm...A few days for research, a day or two for the poster and rubric, so days 6-7? Two periods for research, is that enough? Could be, especially if all their doing is a poster as their project... and one for poster? The creative part of me screams no, it’s not enough time, but the teacher in me says yes, they’ll probably run out of things to do if you go over one day for poster work… I think I need to defer to your judgement. Okay, we’ll do days 1-2 for research, 3 for poster, 4-5 for graphic organizer and reenactments. Sound good? Yes. Yay! So I think our paragraph is done… Awesome. Do we want to continue or work individually. I think we can do the rest individually and then get together Tuesday night??? Tuesday is good. I think we originally said 9 PM. Sounds good...Or do you need more time??? We each need to finish our extras (GO and rubric) and upload them onto the wiki, and then I think we both should carefully run through the lesson plan to make sure it all flows together and there aren’t any inconsistencies...Agreed! Awe some! Then I will do my part and see you tomorrow night at 9 PM… Okay, great! Have a good day! You too!!! Thank you!!!!
That is sound great! I like it… I put the inquiry process stuff at the bottom:::
Picture book:
George vs. George: The Revolutionary War as Seen by Both SidesbyRosalyn SchanzerThe This is not a picture book. Maybe we can use it for the extension: Sounds goodWinter of Red Snow: The Revolutionary War Diary of Abigail Jane StewartbyKristiana Gregory
marching drums in the backgroundI meant the name of the picture book!!!! <sorry, brain fart> if one of the educator reads it… Confusion...what poem? We have a poem? The drums would be cool too though....
Okay, so let’s do that paragraph…. well, let’s do a quick outline of the unit real quick:
1)-Students choose a battle/event from AR to inquiry research
2)-Students create a poster using a Web 2.0 tool such as smore depicting the culture of that time period Can we project the smores on the big whiteboard for the class to see? Maybe not all, but a few to garner interest? Sure, maybe on a volunteer basis? And they use another rubric for this… I don’t think we have to create this rubric though... No, I think one rubric is sufficientSounds good Yay!
3)-Students watch “John Adams” and fill out GO for sensory images So our lesson focuses on this and beginning 4? yes, so we could incorporate the reading strategy...yes Are the educators reading from the picture book? I think one of the ones is a picture book. Oh! I forgot all about the picture book!! they could use sensory images from both the picture book and videos? Yes!
4)-Students do reenactments
5)-Students assess reenactments…
Okay, I think the paragraph looks good. We just need to add where our LP falls into it. I wonder, do we need to name the specific inquiry process?
I wondered that too…. I couldn’t remember any of the names…. lol…. let me go look…
here’s her list of research and inquiry models:
Big6 (Eisenberg and Berkowitz) - Note: You may not choose the Big6 for your A.2.4 Persuasive Presentation.
Building Blocks of Research (Abilock)
FLIP it! Framework (Yucht)
ISearch (Macrorie)
IIM (Independent Investigation Method)
ISP (Information Seeking Process) (Kuhlthau)
Pathways to Knowledge (Pappas and Tepe)
REACTS (search Stripling and Pitts)
The Research Cycle (McKenzie)
Savvy 7 (Miller and Champlin)
Stripling Inquiry Model (Stripling)
TLC (Thoughtful Learning Cycle)
I did my research on the ISP and I think Striplin Inquiry Model… I don’t care which we use… Do you have a preference?We used ISP Great, let’s use that one!!!
22 Apr
Hi!!! Howdy! I loaded your doc to the wiki. I think you were trying to upload it as a link instead of a file. I also uploaded the rubric to the wiki and above (formatting is squirelly here). I also found fife and drum music and linked it to the wiki.
(2) we need to include references for inquiry-based research on our materials/websites Do you mean a pathfinder? I have a link for one.
I don’t know…. she said:
6. What resources will the students/we need?
Internet enabled computer / tablets; printed graphic organizers and rubrics
You will also need a significant number of resources for student inquiry-based research.
I totally forgot about looking at what other people did for that…. I was too caught up on the uploading thing… Thanks or taking care of that… I tried it both as a file and as a link, nothing worked… Oh, you’re awesome about the music…Thank you!
I don’t know… I was thinking it would be like they get onto a computer and do internet searches through the school library or whatever to look for the information???? Aren’t we doing that. I also added all the collaborative steps for ISP under collaboration I saw that, it looks good…. great job ma’am!!! I thought so… I don’t know….
Lol, lol I added on the materials list the rubric for the poster project thing…. even though we aren’t creating it…
As for TEKS:
(29) Social studies skills. The student applies critical-thinking skills to or
ganize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (A) differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States; (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; (D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants; (E) support a point of view on a social studies issue or event; (F) identify bias in written, oral, and visual material; (G) evaluate the validity of a source based on language, corroboration with other sources, and information about the author; (H) use appropriate mathematical skills to interpret social studies information such as maps and graphs; (I) create thematic maps, graphs, charts, models, and databases representing various aspects of the United States; and (J) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.
You were freaking me out!
I know! My computer is doing that jump around thing again where it doesn’t show you talking and then it shows you talking at warp speed all of a sudden… I think that is your internet connection being screwy. Probably, we’re on satellite...Of course, planet’s moving and all, you know. Lol
Perfect! I’ll add that to the top...OK...Awesome! So what are we thinking about the resources? Do you think we’re good? Do you think we need to specify in the websites, school databases for inquiry research? Or something like that? I think resources are okay. . Sounds good… I agree...
I highlighted presentation above. What do you think about the section? I was worried about this section, I think we should say instead:
Educators take turns reading and dramatizing from the picture book. The educators lead the students through the graphic organizer and document student responses onto a class organizer.
good
So that it’s coteaching as opposed to whatever she said on the benchmark… I forgot her words... -One educator leads the students through the graphic organizer. -One educator documents student responses onto class organizer.
Ugh! I keep forgetting about that dang picture book!!!! Yes, I think that should be a part of it as well… So we put the two together and wa-la! :-)Which is first, reading or GO? I think the reading is...Does it need more? Isn’t the purpose of a lesson plan so that anyone can pick it up and teach the class if need be? Like a sub…All the times I’ve ever subbed, I have NEVER had a lesson plan like this, probably not any lesson plan, just a list of stuff to do. Yea, well I’ve never done a lesson plan like this either…. Not even in school… It’s very detailed compared to usual lesson plans I think….
I think it’s good. I think a teacher could pick it up and teach off of it… I don’t think it needs to be more scripted or anything… I think it is very similar to the lesson plans in Dr. M’s book…. I went off the lesson plan we used on the deconstruction…. It’s very similar...Okay any other worry spots? I don’t think so, we already addressed the ones I had…
This was blank: Research-based Instructional Strategies:I put in ISP. Is that what she means?**
I believe so… I saw that you’d written that… I wasn’t sure what to put, but I think you’re right… I mean that IS what ISP is, so…. it makes sense...Well, do you think it’s done?
I think we are good to go! I think we did an excellent job!!! What do you think?
We just need to decide who is submitting what and when we are submitting…
Chris: One partner will submit the rubric with the top portion completed and all graphic organizers, rubrics, and the like. Add each document as attachments before you click "submit."
Theresa: The other partner will submit the URL to the completed lesson plan. It must follow the template. Do you want the rubric? Yes, ½ dozen etc.
That’s fine, either one is good for me :) I can do the rubric and other files if you want...I know you were having difficulties…:) Lol, well, it’s just with the wiki… For some reason I’m not able to upload onto them… I couldn’t do it for the marketing thing either and had to have Crissy upload my stuff… I can attach the stuff to Bb though…. Whichever you feel most comfortable with is fine with me…
That sounds good :-) I will need to copy our improved LP from on top and paste into wiki. I will also paste this conversation in the wiki; and my voice into the discussion.
Okay… do you want me to do any of that??? And I’ll add my voice as well… Your voice is good. I can do the rest. I also want to make sure she can link between all three parts of the LP projects. Check ing now to make sure we used all the discussioin pages…
Ok...I think we’re covered. Did you just refresh?
Ok… nope… I don’t think so….Okay, do we want to call it done? I will probably submit that stuff tomorrow. I’m good with that, are you???
Then I will submit tomorrow as well… It’ll probably tomorrow night before I have a chance… So around 8 or 9 tomorrow night….That’s fine. We don’t get extra points for submitting early… I wish we did!!!! Lol Okay, then, I think that’s a wrap. I’ll email you a reminder in the evening, just in case. ;) Lol, awesome! Thanks!!! Have a good night! Good luck on your other projects. You too!!! And good luck to you as well!!! Thanks for being such a great partner!!! Oh, I’m blushing...You were awesome, too! :-) Alright, have a great evening!!! Bye.
Lesson Plan Decon
Benchmark-Scenario
Collaborative Lesson Plan
De Angelis in brownKlepac in purple
This unit of study centers on the events and battles surrounding the American Revolution. The students will use the ISP (Information Seeking Process) inquiry process and the provided pathfinder to research events that interest them and find answers to questions they have about the Revolutionary period. Students will create a poster using a Web 2.0 tool such as smore to depict the culture of that time period. Educators will ask students for volunteers to show student poster work on the whiteboard for the class to see, and students will use a rubric to assess their own work. The students will listen to the educators read George vs. George and watch clips from the John Adams film series. In the background at low volume, drill and ceremony marching drums will play on a portable stereo. Students will complete a graphic organizer that requires students to pull sensory images from the film clips and book which the class will then go over together. Students will reenact battles/events from the Revolution using the sensory images they gathered on their graphic organizers and use a rubric to self-assess their performance. (Educators will assess performances using the same rubric.)
The lesson plan illustrated here takes place on the fourth and fifth days of the unit, and explains the sensory image graphic organizer and student reenactments in greater detail.
Planning
· Reading Comprehension Strategy: Using Sensory Images
· Reading Development Level: Advancing; Grades 7-8
· Research-based Instructional Strategies: Information Seeking Process - missing
· Lesson Length: Two 45-50 minute lessons
Purpose: The purpose of this unit is to further students’ knowledge and understanding of events in the American Revolution. This lesson is designed as an assessment of inquiries into American Revolutionary events. The unit continues as students present their reenactments. This lesson will strengthen students’ knowledge of America’s past, and further develop an understanding of the power of a collective and that they can make changes to not only the government, but to school policy as well if they participate actively.
·
Objectives: At the end of this unit, students will be able to:
1. Use Information Seeking Process inquiry research strategy to find information about the American Revolution battles / culture.
2. Use their senses to understand the hardship, struggles, and sacrifices of the soldiers who fought in the Revolution.
3. Distinguish differing political climes and economic perspectives leading to the war.
4. Dramatize Revolutionary War events.
5. Self-assess their notes and performances.
Resources, Materials, and Equipment:
Children’s or Young Adult Literature (fiction and informational books):
George vs. George: The Revolutionary War as Seen by Both Sides by Rosalyn Schanzer
Websites (including pathfinders): Revolutionary War Internet Pathfinder (will need to be revised / adapted for older students): __http://www.livingston.org/Page/12244__;
Smore Web 2.0 poster maker (__https://www.smore.com/__)
Graphic organizers: Sensory Image Graphic Organizer
Materials: “John Adams” film clips (librarian owns a personal copy DVD), Historical Reenactment Rubric (Student & Educator use), Class Project Poster Rubric (will be used earlier in inquiry part of unit; not provided here)
Potential background music (choose from discography or YouTube channel):
US Army Old Guard Fife & Drum Corps
Equipment: Internet access, computer/tablets; whiteboard; hats, capes, other props, if available.
Collaboration: Educators illustrate the purpose of using sensory language to better understand historical events. The educators demonstrate inquiry learning in discovering information about topics and creating notes from several sources in different formats. They monitor student research processes, note-making, Works Cited, and student reenactments. During steps 1-6 of the ISP portion of the lesson, the educators will cooperatively reassure students that learning about new topics is fun and interesting; encourage students’ choices; reassure students; continue to encourage students & check for understanding; let students know how much they have accomplished so far and to keep going; and congratulate the students on how well they did. If students don’t feel they did well, educators will provide feedback and additional training.
Assessment: Students will self-assess using a rubric while educators will formally assess through the use of the graphic organizer rubric.
The educators will informally assess student learning through group discussion and performance.
· Standards (from the TEKS or other state standards): -
TEKS Standard: §113.20. Social Studies, Grade 8, Beginning with school year 2011-2012.
(b) Knowledge and Skills
(4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:
(c) explain the issues surrounding important events of the American Revolution, including declaring Independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783
(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:
(D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants;
Reading and/or writing: Students will read web pages and write drafts of their re-enactment performances
ELAR-TEKS missing
Listening and speaking: Students will re-enact various scenes from the war in small groups; when not performing, students will listen to others’ performances
Other content areas:
Educational technology:
§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012
(30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(C) transfer information from one medium to another, including written to visual and
statistical to written or visual, using computer software as appropriate;
Information literacy (or AASL Indicators):
1.1.9: Collaborate with others to broaden and deepen understanding.
3.1.3: Use writing and speaking skills to communicate new understandings effectively.
4.1.8: Use creative and artistic formats to express personal learning.
Implementation
Previous Lessons:
-Students will use inquiry-process research on select battles and events during the American Revolution. Students will choose which event or battle interests them the most and ask themselves what they would like to know about that event/battle. The students will research their question using an inquiry process for a period of two days. During the third day, students will individually create posters depicting the culture of that time period using Smores. Students will volunteer posters to be shown on the class whiteboard and assess themselves using a rubric.
Process
Motivation: This is what the educators do to get students' attention and invite them into the learning. I do not think reading to students will grab their attention. There is also no need for two educators to be involved in this "motivational set."
-Read students George vs. George: The Revolutionary War as Seen by Both Sides by Rosalyn Schanzer.
-Show the students the video clips from John Adams.
-Students write sensory images down into Graphic Organizer.
Student-friendly objectives:
-Name the sensory words describing American culture and environment around the time of the American Revolution.
-Reenact events from the American Revolution.
Presentation: Educators take turns reading and dramatizing from the picture book. The educators lead the students through the graphic organizer and document student responses onto a class organizer.
Student participation procedures:
or
Student practice procedures:
-Students fill out the GO using applicable sensory words individually.
-In small groups, compose a scene utilizing recorded GO words and act it out.
Guided practice: Educators monitor students’ choice and application of sensory words / phrases. Educators provide guidance and suggestions, if needed, for re-enactment script writing.
Closure: -Ask for students to volunteer some of their sensory findings and explain how those findings helped them understand the events better.
Reflection: Which senses did the images most appeal to?
Which senses affected you, the actor / reader / viewer, the most?
· Extensions(Moreillon 15, 17)
-Students create their own sensory images and use them in a poem related to one of the major Revolutionary War events.
-Students continue to study sensory imagery effect on readings and viewings in order to help the audience better visualize the happenings throughout history in wars, depressions, and other historical events.
-Students read excerpts from The Winter of Red Snow: The Revolutionary War Diary of Abigail Jane Stewart by Kristiana Gregory and identify additional sensory descriptions of the time period, but this time in text.
Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions, 2007.
Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012.
7 April
Hello!!!
Howdy! I’m just now reviewing feedback from the benchmark…
Nice… Does she send us the same feedback or is it individualized??? I got my feedback last week I think… She seemed to really like it… I think we got the same feedback. Oh, well that’s weird then… Maybe she thought she put your name on the email too? Oh, silly me!!!! I was talking about the deconstruction…. I haven’t gotten it from the benchmark…. does she email it or is it on Bb??? It was on BB. I just emailed it to you. Oh, okay!!! Thanks!
Okay, so there is like 30? things we have to do for the lesson plan excluding creating the rubric(s) and the graphic organizer and pathfinder? Do we really need to create one, I wonder…. Oh, I don’t know about the pathfinder…. I need to re-read…. I gathered the rubric and GO from online discussion questions…. I don’t know about the pathfinder….
I think we should either say one of us does the rubric and one of us does the GO or we set aside two meetings to only work on those things… Then we divide up our goals for each meeting so we can get this thing done….
Okay, sorry, I just finished reading it... I like setting meetings to work on each sub-product. She also made a point to say make sure our teaching is collaborative, not just taking turns. I don’t think that was specifically for us, but a trend that she saw.
Oh, okay I see… She also said stuff about using discussion on the wiki… I haven’t read the comments on the wiki, but it seems she wants more discussion on there??? I think making sure we both insert our voices into the discussion tab after our meetings and then occasional questions / comments on each page will do it. Like, if we email each other questions or discuss meeting times, we also post on wiki. okay
I’m going to be honest and tell you I haven’t really checked to see what we are supposed to do in 3.4… I know one week we post our lesson plan in the discussion board… Okay, I checked, we do that next week, nothing is due on 4.2 until next week-I think we post our lesson plan by Wednesday...
According to the tracker, the OD original post is 16 April. I don’t really know what that entails; the due date for this project 25 April.
From AS: Module 4.1: Lesson Plan Peer Review
Share your lesson in O.D.4.1. Partners will discuss what kind of feedback they are looking for. EACH partner will post the link to the lesson plan by instructional level. In your posting, ask for specific feedback. (To earn full points, each partner must ask for different feedback.) Each LS5443 student will respond to two other students' lesson plan requests for feedback.
It looks like we’ll need to coordinate which feedback each of us wants.
From PB
O.D.4.1 - Lesson Plan Peer Review. Partners will discuss what kind of feedback they are looking for. EACH partner will post the link to the lesson plan by instructional level. In your posting, ask for specific feedback. (To earn full points, each partner must ask for different feedback.) Each LS5443 student will respond to two other students' lesson plan requests for feedback. Your initial posting is due by Wednesday, April 16th at 9:00 p.m. CT. Respond to at least two classmates’ postings by Sunday, April 20th at 9:00 p.m. CT.
SORRY, My GD is acting crazy…. It doesn’t show anything you write for awhile, and then it shows you typing at warp speed and a whole bunch of stuff shows up… in purple… I don’t know what it’s doing….We’ll just fix as we go. Lol, sounds good...
Maybe we should start off working on the lesson plan asynchronously and then discuss what we’ve done at the meetings? I agree…. Maybe if we just set up goals…. so we know what we want to have done by the meetings and keep us on track...She did give feedback about goals Yes, I think she wants goals in addition to the TEKS standards… I still don’t fully understand….I don’t know...we’ll have to think about it more. Okay, we meet again tomorrow??? Or do you want to wait until Thursday night? Can we do WEdnesday as a sub for both days? Thurs evening at TLA is TWU gathering and GLISA meetup right afterward. I figure not finishing up with those event until 9-10. Wednesday evening? Yes And what do we want to have ready? Come up with better goals? Asynchronous work on LP? Okay, sounds good… Okay, see you WEdnesday, 8:30? Okay, see you then!
8 Apr
I am taking a few minutes to work a little bit on this… I figured we can start with the “Planning” part because it’s the part we should already have done… I’m pretty sure most of this was done during our, well, planning phase…. Anyway, so that is where I am going to start :-)
Planning
· Reading Comprehension Strategy: Using Sensory Images
· Reading Development Level: Advancing
· Research-based Instructional Strategies:
· Lesson Length:
· Purpose:
The purpose of this unit is to further students’ knowledge and understanding of events in the American Revolution. This lesson is designed as an assessment of inquiries into American Revolutionary events. The unit continues as students present their reenactments. This lesson will strengthen students’ knowledge of America’s past, and further develop an understanding of the power of a collective and that they can make changes to not only the government, but to school policy as well if they participate actively.
· Objectives:
At the end of this unit, students will be able to:
1. Use their senses to understand the hardship, struggles, and sacrifice of the soldiers who fought in the Revolution.
2. Distinguish differing political climes and economic perspectives leading to the war.
3. Dramatize Revolutionary War events.
4.
· Resources, Materials, and Equipment:
Children’s or Young Adult Literature (fiction and informational books): Self-Assessment Rubric
Websites (including pathfinders): Internet Pathfinder
Graphic organizers: Graphic Organizer, Graphic Organizer Rubric
Materials: “John Adams” film clips
Equipment: Internet access, computer/tablets
· Collaboration:
Educators illustrate the purpose of using sensory language to better understand historical events. The educators demonstrate inquiry learning in discovering information about topics and creating notes from several sources in different formats. They monitor student research processes, note-making, Works Cited, and student reenactments.
· Assessment:
Students will self-assess using a rubric while educators will formally assess through the use of the graphic organizer rubric.
The educators will informally assess student learning through group discussion and performance.
· Standards (from the TEKS or other state standards):
-TEKS Standard: §113.20. Social Studies, Grade 8, Beginning with school year 2011-2012.
(b) Knowledge and Skills
(4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:
(c) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783
Reading and/or writing:
Listening and speaking:
Other content areas:
Educational technology:
Information literacy (or AASL Indicators):
1.1.9: Collaborate with others to broaden and deepen understanding.
3.1.3: Use writing and speaking skills to communicate new understandings effectively
4.1.8: Use creative and artistic formats to express personal learning.
_
9 Apr
Okay, and on to the Implementation….
Implementation
· Process
Motivation
-Show the students the video clips from “John Adams”
-Students write sensory images down into Graphic Oraganizer
Student-friendly objectives
-Name the sensory words describing American culture and environment around the time of the American Revolution.
-Reenact events from the American Revolution.
Presentation
-One educator leads the students through the graphic organizer.
-One educator documents student responses onto class organizer.
Student participation procedures
-
or
Student practice procedures
-
Guided practice
-Students reenact events from American Revolution using sensory images from G.O.
Closure
-
Reflection
-Which senses did the images most appeal to?
-Which senses affected you, the actor/reader/viewer, the most?
· Extensions
-
*Okay, here is what I don’t understand. This whole thing is supposed to be a unit-right? Because we can’t fit everything she wants into one lesson… So we are supposed to create a lesson plan for a piece of the whole, right? So, does she wants lesson plans on the other days or does she want just brief synopsis of the other days? I’m thinking the synopsis thing, but I wanted to know what you thought….
_
9 APR
Howdy! Gosh, you’ve done a lot of work on this project. I haven’t even thought about it.
From my understanding, this lesson plan is for one lesson only, not an entire unit. We may need to explain a few things about the beginning or the end of the unit depending where within the unit this lesson falls.
Girl, I am beat! I don’t know how long I’ll be able to stay here. I’m still working on OD 3.4 and can’t think straight anymore.
Hey!!! Yea, I had some time on my hands… I actually got through OD 3.4 fairly quickly, and finished up all my work in my other class, so I was pretty good… I didn’t really have anything else to worry about besides my 4.3 project, but I hit some writer’s blocks there and decided to work on this ;-) I don’t think we need to be on here that long…
Are you still on here? Yes… :-) Okay! I was worried you had waited on me… It’s only 9:33. I was washing my dishes so I can get ready for bed. Oh! Okay! I still need to do that too…. :-/ So, talk to me...what are we supposed to be doing tonight?
Well, we had said we would be working asynchronously...pretty sure I spelled that wrong… oh, yes… that’s right and that’s spelled perfectly anyway, and we’d check in tonight… So I did a bunch of work, and plugged in a bunch of stuff that we had used on the benchmark stuff in our respective colors, and then added stuff to the implementation part… I got stuck on some stuff and didn’t have as much time to work on it today though… I did most of this yesterday... I think you’re doing great. I’m out of touch and wrapped up in the conference stuff. I saw Dr. M today during a drive by. I understand! I think it’s a little crazy that all of this stuff is due this week during the conference!!! Did you meet her??? An entire crowd of librarians was going in one direction in the hall, including her; I was going in the opposite direction when I saw her directly in front of me. I think I startled her when I called her name. What else is due besides the discussion? Oh, that’s all really, but surely everyone is working frantically on these lesson plans and marketing project??? That’s cool that you met her :-) She seems pretty awesome! That’s true about the other projects. She is supposed to be at the mixer tomorrow, so I will meet her more. I’m hoping Dr. Richey is here, too. Yea, she’s pretty cool too…
Okay, so we can continue to work separately on this stuff, maybe start creating a g.o. and rubric on the bottom of this document too???? And merge more stuff together on Sunday??? We don’t have to have the g.o. and rubric complete by next week, only most of the lesson plan so we can share it with the class… At least that’s my understanding...Yeah, I didn’t really get that...so we’re posting the lesson plan in discussions? Next week? Yes ma’am…. Lol, yea, but I think we’ll be okay… We probably don’t have to post it to discussion until Wednesday because that is usually the case, so we’ll meet Sunday and again Tuesday… I think we’ll have the actual lesson pretty much good by then… And then we’ll just have the rubric and g.o. to worry about...OK. So, what else for tonight? I think we are okay for tonight. We touched base, made a plan, we’re a go. That sounds good right now. When are we meeting next? Sunday at 8:30 or 9:00 Roger that! Sorry, but I’ve got to go to bed now! I’m dying...Hello… Sorry, I had a text I had to answer… That sounds great, I need to do dishes, clean up and get in bed too!!!! You kids and your cell phones...lol lol, well, it was from my Mom... Well then, goodnight! I’ll try harder to work on the LP Lol, no worries, just do what you can when you can, we’ll get it done! Have a great night!!! See you Sunday! Okay, bye. Bye!
10 April
Okay, I did a little more work on the Process part of the lesson… Go through and fill in the parts with your comments and stuff and we can finalize it all better later. I am going to work on the G.O. this weekend because I think I’ve figured out what exactly we can do for it… I’ll have it ready for our Sunday night meeting… Maybe you can work on the rubric?
Implementation
· Process
Motivation
-Show the students the video clips from “John Adams”
-Students write sensory images down into Graphic Oraganizer
Student-friendly objectives
-Name the sensory words describing American culture and environment around the time of the American Revolution.
-Reenact events from the American Revolution.
Presentation
-One educator leads the students through the graphic organizer.
-One educator documents student responses onto class organizer.
Student participation procedures
- Raise hand to suggest word or phrase.
-Tell which column it belongs in.
or
Student practice procedures
-Work with group to rehearse reenactment.
-Prepare sensory images to be present in reenactment.
Guided practice
-Students reenact events from American Revolution using sensory images from G.O.
Closure
-Ask for students to volunteer some of their sensory findings and explain how those findings helped them understand the events better.
Reflection
-Which senses did the images most appeal to?
-Which senses affected you, the actor/reader/viewer, the most?
· Extensions
-
*I’m not sure yet about anything for the extensions… I’ll give it some thought…
__
13 APR
Howdy. Well, as you can see, I have not done much with this project. Sorry, I feel like I am dropping the ball here. I’ve scoured for some rubrics, so I’m working on that.
Right now, I am working on this week’s discussions. Okay, it’s nine and I guess we’re meeting tomorrow instead. See you then!
Hi! Sorry, I forgot about the meeting tonight!!! And then I couldn’t get on for some reason… My internet was not working…. It’s still not working 100%, so I hope you can see this
Hey, I’m here.
Hi! Sorry!!!! I completely forgot and then when I remembered, my computer decided to now work… That’s okay, I was just about to close this page.
lol… well, I didn’t get a chance to work on the graphic organizer over the weekend, so I still need to do that… So there’s not much really to talk about tonight…. I barely got my discussions done; my grandgirl was here for the weekend and we do stuff that is not my homework...
Awe :-) I’m sure you don’t even think about schoolwork!!!! Well, I like to take her to educational stuff. today we went to the holocaust museum and other museums. I looked at a few rubrics that I can adapt for our use, but other than that, I’ve not done too much.
That’s okay, do you think you’ll have time to look at the lesson plan before Tuesday night when we meet again??? I think we have to post our lesson plan to the discussion by Wednesday night…. I’ll have to. I can’t believe I again have back to back tasks. Next week is a project in my other class. This is killing me! And I haven’t done my taxes yet. LOL poor me! Lol!!!! Oh no!!! Yea, I have to do my son’s taxes because he had a fair project this year and made too much, so I still have to do his taxes for that,.... So running out of time… And I know!!! This semester has been a killer!!!! So, we meet at 9 on Tuesday? Yes ma’am! I will have the graphic organizer done (even though I don’t think we have to post it… I will check the assignment sheet to make sure though) I’m about to have some big deadlines in my other class too, so I need to stay on top of stuff in this one… Ummm, I will have that done and if you get a chance to look over the lesson plan and add stuff, we can finalize the lesson plan itself on Tuesday night….Okay, I will work on it tomorrow. Awesome! So we’re done for tonight right??? Yes, goodnight! Goodnight, and sorry again!!! No sweat, I’m downloading her articles for this week Alright, well have a great evening and I’ll see you Tuesday!!!
15 APR
Howdy! I’m up above, still working on this thing
Hi! Ok…. I’m going to address your questions while you work :)
Okay, my only problem with just creating the scene and acting in one class is that it isn’t implementing the sensory strategy or an inquiry strategy. I know she said we didn’t have to include them both in the same lesson and that if we didn’t we had to provide a short blurp on how it is implemented in previous or post lessons. I don’t know if we could address all the areas on the lesson plan plus the strategy or inquiry process if all do in the lesson is create the scene and do the reenactments….
I was actually thinking we would have them research and use inquiry process in previous lessons where they are researching the battles or whatever they are reenacting previously. Maybe they do some kind of paper or presentation??? In order to prepare the final project which will be the reenactment??? Do you think???? Sounds good.
I’m just putting ideas out there… I just want to make sure we cover all the ground. In regards to the graphic organizer…. When I was putting stuff in the lesson plan I was trying to fill all the spaces in the lesson plan… So I said that we would actually do the graphic organizers as a class…. So each student has a paper, but we do it together… That way the teacher and librarian are co-teaching part of the lesson….good
Then we can have them start the reenactments (maybe start planning?) and the reenactments can take place in following days??? maybe???? I don’t know, time was one of the things I was having trouble with…. Sorry, I’m all over the place…..I’m am confused as well with this LP.
I’m going to be honest, I haven’t looked at anything you’ve put up on the lesson yet….
Okay, it’s looking pretty good up there… The lesson plan is getting confusing because we have to make sure we implement the requirements she gave us and then fit it all in with our lesson plan and ugh…. It’s just getting complicated…
I’m also confused about the discussion post for this week…. My understanding is that we post link to the LP, what we have done so far, and each team member asks our classmates for feedback to a specific area. We need to coordinate to make our feedback request not be the same.
Does that make sense?
I think so…. So how do we link the LP? Like linked from the wiki??? And then we have two separate questions right? I’ll paste what we have done above into the wiki. Then set the wiki page link in the discussion. Yes, we have two separate questions / feedback areas.
Okay, so we just need to finish up the LP and figure out what two questions/areas we want to address? I would say we post our LP as is, stating it is still in progress. If we rush to finish it tonight, it still won’t be right. The actual due date to the real grader is 25 APR. We will still have over a week to complete. Of course the more complete it is now, the better and more complete the feedback will be, but I think we can fix her up real well in the week that’s left.
Ok… Whew! that’s true….I agree, I don’t think we have all that much left, it’s mainly joining our ideas together and polishing it up… I do have a question about the GO… If we are doing it as a class, will we still need a GO rubric? Good question; probably not. We need the reenactment rubric because at the least we are introducing it and at the most we are doing it, so it’s still necessary…
Ok, then I won’t worry about that…. One thing done :-) Yeah!
From the discussion board:
Each person will submit your team's lesson plan for review and feedback from our classmates (by Wednesday at 9:00 p.m. CT). Each person will ask for DIFFERENT feedback. (If both partners ask for the same feedback, each will earn 1/2 points.)
Please post your lesson plan in the appropriate instructional level thread. You will read, respond, and supply the requested feedback to at least two other students' lesson plans.
Ok so what do we need to get done on here tonight??? Figure out our feedback for each of us. Ok, what were you thinking??? I thought maybe ask about the GO, and doing it as a class? I don’t know what exactly to ask though….
Sample db questions for MS:
Feedback requested: I would like feedback about the inquiry in this lesson. Do you think there is a sufficient amount? Students will have created a KWHL chart prior to this lesson, and that chart is referenced in the presentation section. Do you have suggestions for including more inquiry or do you feel that there is enough?
Feedback Requested: In our lesson, the teacher and librarian model how to pull one or two main ideas out of a paragaraph of informational text. Students than practice this with articles about their self-selected reform movement. Identifying important concepts in text can be a difficult skill for students. I would love any suggestions about how to help students understand and be successful with this process. In other words, what tools can we give them during the modelling and guided practice to help them be successful when completing the task independently.
Okay, so maybe I can ask something like:
In our lesson, the students are watching film clips from “John Adams”. The students will pull sensory images from the clips and add them to a graphic organizer. We will fill out the graphic organizer as a class, both on student papers and on the overhead/board. Should we also use a GO rubric for the students to self-assess? Is that where you were going?
Ugh! Lost train of thought….. Good…. I think so…. That’s enough right???
Do you have any ideas what you can ask??? I’m trying to think... Maybe about time constraints and what can be fit into the lesson in one day? Oh, boy. Are the amount of activities planned for this one 45-50 minute session reasonable? Are we trying to pack too much into one time period? What about that? That sounds good… maybe something like, no it’s good…. I think this will work… I was going to say something about time suggestions like how long they think the parts of the session will last, but I think that information will be volunteered with this question, so you’re good...Okay.
Awesome! So we know what questions we are posting and we just post them plus the link to the wiki right? And that’s all that is officially due this week right? Checking tracker… Yes, just the discussion post plus two responses for this week. There is another discussion next week and the LP Final due on 25 April. Ok. and the marketing project is about to be due too…02 MAY is the due date for mkt project. Oh, ok. I think we are on track here though….What time tomorrow do you want me to paste what we’ve got into the wiki? I don’t think I will be home most of tomorrow, so I won’t be able to post to Db until around 4:00… Okay, so early afternoon I’ll paste. After that, I think we can still work on the GD and re-paste later. Sounds good!
Then I will work tomorrow on polishing up the lesson plan and if you can do that tomorrow or Thursday sometime too, we may be able to finish up or almost finish up at our meeting Thursday night!!!! We’ll still have to wait for Sunday to fix anything with the suggestions from the Db though, but we should be just about done!!!
So, we will meet again Thursday? or do you just want to wait until after all feedback is posted? That’s fine, we can wait…. Do you want to meet Sunday or Monday then? Can you meet Monday during the day? I think so…. Yes, that should be fine… I can meet between 9 and 2…How about 11? That seemed to work previously. That sounds great! I think if we work at it, we should be able to wrap everything up then and be finished early… And we can work individually on the LP until then… Exactly. I have a project in my other class due on 23 April, so I will be starting to split my time soon. We’re almost there, just a little more… Yes ma’am!
Alright, so should we call it a night then? Magnificent! Goodnight! Goodnight! See you Monday at 11! Tally-ho!
21 April
Howdy! Good morning! Hi!!!
I read Donnie’s suggestions replying to your feedback about extensions. I think those are both good suggestions that we can use. As far as what he said about the re-enactments, I disagree. I think sensory imaging can be incorporated by the dramatic acting skills and the use of a narrator setting up the scene: The wind whipped through their thin garments chilling the Soldiers to the bone. Their footprints left pinks smears in the icy snow where their bandages bled through. etc.
Crissy replied to my posting that the GO will take most of the time and the re-enactment could be an extension. She also suggested using a Web 2.0 tool for the GO.
I agree, I think that the sensory images would enhance the reenactments and help the students get “more into it”...
Yes, I saw Crissy’s reply and agreed with it, but…. while I think the Web 2.0 tool for the GO would be great…. I just really want to get finished :-/ I agree. I think what you’ve done is sufficient. Unless you want to add a couple of questions at the bottom like, oh I can’t remember, some elementary person added two questions to the bottom of their GO. Yea, I saw that on one of high school lesson plans too… I liked it… Let me think…
maybe something like:
-Which sensory images helped you best empathize what the soldiers and colonists experienced during the American Revolution? That’s great!
-Do you think that you would be able to visualize the culture and environment from this time period without the sensory images? Let’s see...this is yes / no. How would you visualize the culture and environment without sensory images? Is it possible? Write a brief description without using sensory images. Which description do you like better and why? I don’t know… I like it! Great!!!
Okay, I am going to add those questions real quick… Actually I’ll do it when we are finished because my computer is doing something funny… Ha, ha, not!
Do we want to use this as an extension?
students to read excerpts from a piece of literature that concerns the same time period (like My Brother Sam Is Dead) and identify additional sensory descriptions of the time period, but this time in text.
Now that I read it, we’ve already done that, no? I like this one better:
create their own sensory images and use them in a poem related to one of the major events you are studying.
Oh! That one is good!!! I put the reenactments as an extension, but I don’t think they are.. I think they’ll just be the next lesson. I don’t know how to put that unless we put post-lesson or next-lesson or something like that and write a short synopsis…??? What do you think? Actually, I think that a brief statement of lessons before and after are required. I think she mentioned that. Looking at others’, they simply wrote a short paragraph before the LP form stating such. She mentioned several times that this is one--fifty minute lesson out of a unit. Yea, I think I remember reading that now that you mentioned it. I wrote a “previous lesson” thing above , after the planning part of the lesson and before the implementation… I knew she had said we had to use a reading strategy (which is our sensory image thing) and an inquiry process. She said if we didn’t use the inquiry process in the actual lesson plan, we had to include where in the unit we’d use it… So that is what I put in the previous lesson thing… Something about using inquiry process to research about a battle or event in the American Revolution… something like that… I didn’t think about lessons afterwards… Well, if this is the ultimate lessons, there will be no lessons afterward except for later extensions? true.
Okay, so what do we need to do to be done??? I need to add the questions to the GO and upload to the wiki… What else? I looked at the AS and one of us turns in the rubric plus our creations from the lesson plan-the GO and the Rubric...and the other of us turns in the link to the wiki… Let me look But what do we need to do to get there???
By the way, the GO is required.
~I need to finish the rubric for the reenactment.
~Descriptive paragraph about the unit and where this lesson stands
Maybe we need to beef this up a little:
The benefits of coteaching are evident in the main lesson in all three of these: motivation/introduction, modeling, and guided practice. The team uses two educators effectively and creatively throughout the lesson.
Ok. So let’s do the descriptive paragraph and where lesson stands right now, and then we can each finish our parts and decide when we’ll have them done and when we can submit! Okay, let’s do the paragraph. I know we both have other projects coming up. However, I am in no rush to submit this thing. Lol, I don’t want it to be wrong, I just want it to be done… I understand. Exactly. I would hate to hurry up and finish with three days left and then get a substandard grade when the simple fix could have been done in that remaining time. But done right….True.
From LP Purpose:
This lesson is designed as an assessment of inquiries into American Revolutionary events. The unit continues as students present their reenactments.
This unit of study centers on the events and battles surrounding the American Revolution. The students will use an inquiry-process to research events that interest them and find answer to questions they have about the event. The students will watch clips from the “John Adams” series
Do we use the same stuff we already said??? Cuz that’ll make it easier…. I don’t think necessarily. I was just confirming what you’d already stated about this particular lesson and apparently it is not the last but next to last lesson in the unit? Not necessarily, I was mainly going with what Crissy said about the time restraints… I think we will be able to start the reenactments or get the students started planning them, but I don’t think we will finish it the same day… So it won’t necessarily be another lesson, this lesson will just go into another day…??? Okay, I see. So we may need to adjust the time allotment? ??? Possibly...
Is the GO the assessment of the inquiry research? No, I don’t think so, I don’t know what the students will do with the research or how i will be assessed, I was putting it in there because it was required, I didn’t know how detailed we had to go for other lesson descriptions… Okay, I think we will need to have an answer of what their inquiry research is for even if it’s not in this lesson.
This is so messy and difficult for me to create the lesson in the middle of a unit without creating the entire unit. It’s hard for me to see the big picture without the linear planning. Yes, I’m all over the place… And my “big picture” keeps changing, which is probably reflected in my additions to the lesson plan above…. Too late now, but I guess we could have been better served to write a skeleton of the entire unit and then pick out which lesson and extend that idea. Could have done that if we weren’t so pressured for time… True, in retrospect, that would have been the way to go…. Okay, enough crying :( lol
This unit of study centers on the events and battles surrounding the American Revolution. The students will use the ISP (Information Seeking Process) inquiry process and the provided pathfinder to research events that interest them and find answers to questions they have about the Revolutionary period. Students will create a poster using a Web 2.0 tool such as smore to depict the culture of that time period. Educators will ask students for volunteers to show student poster work on the whiteboard for the class to see, and students will use a rubric to assess their own work. The students will listen to the educators read ‘George vs. George’ and watch clips from the “John Adams” series. In the background at low volume, drill and ceremony marching drums will play on a portable stereo. Students will complete a graphic organizer that requires students to pull sensory images from the film clips and book which the class will then go over together. Students will reenact battles/events from the Revolution using the sensory images they gathered on their graphic organizers and use a rubric to assess their performance.
The lesson plan illustrated here takes place on the fourth and fifth days of the unit, and explains the sensory image graphic organizer and student reenactments in greater detail.
How many days do you think everything will take? What day # does our lesson occur??? Hmm...A few days for research, a day or two for the poster and rubric, so days 6-7? Two periods for research, is that enough? Could be, especially if all their doing is a poster as their project... and one for poster? The creative part of me screams no, it’s not enough time, but the teacher in me says yes, they’ll probably run out of things to do if you go over one day for poster work… I think I need to defer to your judgement. Okay, we’ll do days 1-2 for research, 3 for poster, 4-5 for graphic organizer and reenactments. Sound good? Yes. Yay! So I think our paragraph is done… Awesome. Do we want to continue or work individually. I think we can do the rest individually and then get together Tuesday night??? Tuesday is good. I think we originally said 9 PM. Sounds good...Or do you need more time??? We each need to finish our extras (GO and rubric) and upload them onto the wiki, and then I think we both should carefully run through the lesson plan to make sure it all flows together and there aren’t any inconsistencies...Agreed! Awe some! Then I will do my part and see you tomorrow night at 9 PM… Okay, great! Have a good day! You too!!! Thank you!!!!
That is sound great! I like it… I put the inquiry process stuff at the bottom:::
Picture book:
George vs. George: The Revolutionary War as Seen by Both SidesbyRosalyn SchanzerThe This is not a picture book. Maybe we can use it for the extension: Sounds good Winter of Red Snow: The Revolutionary War Diary of Abigail Jane StewartbyKristiana Gregory
marching drums in the background I meant the name of the picture book!!!! <sorry, brain fart> if one of the educator reads it… Confusion...what poem? We have a poem? The drums would be cool too though....
Okay, so let’s do that paragraph…. well, let’s do a quick outline of the unit real quick:
1)-Students choose a battle/event from AR to inquiry research
2)-Students create a poster using a Web 2.0 tool such as smore depicting the culture of that time period Can we project the smores on the big whiteboard for the class to see? Maybe not all, but a few to garner interest? Sure, maybe on a volunteer basis? And they use another rubric for this… I don’t think we have to create this rubric though... No, I think one rubric is sufficientSounds good Yay!
3)-Students watch “John Adams” and fill out GO for sensory images So our lesson focuses on this and beginning 4? yes, so we could incorporate the reading strategy...yes Are the educators reading from the picture book? I think one of the ones is a picture book. Oh! I forgot all about the picture book!! they could use sensory images from both the picture book and videos? Yes!
4)-Students do reenactments
5)-Students assess reenactments…
Okay, I think the paragraph looks good. We just need to add where our LP falls into it. I wonder, do we need to name the specific inquiry process?
I wondered that too…. I couldn’t remember any of the names…. lol…. let me go look…
here’s her list of research and inquiry models:
Big6 (Eisenberg and Berkowitz) - Note: You may not choose the Big6 for your A.2.4 Persuasive Presentation.
Building Blocks of Research (Abilock)
FLIP it! Framework (Yucht)
ISearch (Macrorie)
IIM (Independent Investigation Method)
ISP (Information Seeking Process) (Kuhlthau)
Pathways to Knowledge (Pappas and Tepe)
REACTS (search Stripling and Pitts)
The Research Cycle (McKenzie)
Savvy 7 (Miller and Champlin)
Stripling Inquiry Model (Stripling)
TLC (Thoughtful Learning Cycle)
I did my research on the ISP and I think Striplin Inquiry Model… I don’t care which we use… Do you have a preference?We used ISP Great, let’s use that one!!!
22 Apr
Hi!!! Howdy! I loaded your doc to the wiki. I think you were trying to upload it as a link instead of a file. I also uploaded the rubric to the wiki and above (formatting is squirelly here). I also found fife and drum music and linked it to the wiki.
(2) we need to include references for inquiry-based research on our materials/websites Do you mean a pathfinder? I have a link for one.
I don’t know…. she said:
6. What resources will the students/we need?
Internet enabled computer / tablets; printed graphic organizers and rubrics
You will also need a significant number of resources for student inquiry-based research.
I totally forgot about looking at what other people did for that…. I was too caught up on the uploading thing… Thanks or taking care of that… I tried it both as a file and as a link, nothing worked… Oh, you’re awesome about the music…Thank you!
I don’t know… I was thinking it would be like they get onto a computer and do internet searches through the school library or whatever to look for the information???? Aren’t we doing that. I also added all the collaborative steps for ISP under collaboration I saw that, it looks good…. great job ma’am!!! I thought so… I don’t know….
Lol, lol I added on the materials list the rubric for the poster project thing…. even though we aren’t creating it…
As for TEKS:
(29) Social studies skills. The student applies critical-thinking skills to or
ganize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
(D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants;
(E) support a point of view on a social studies issue or event;
(F) identify bias in written, oral, and visual material;
(G) evaluate the validity of a source based on language, corroboration with other sources, and information about the author;
(H) use appropriate mathematical skills to interpret social studies information such as maps and graphs;
(I) create thematic maps, graphs, charts, models, and databases representing various aspects of the United States; and
(J) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.
You were freaking me out!
I know! My computer is doing that jump around thing again where it doesn’t show you talking and then it shows you talking at warp speed all of a sudden… I think that is your internet connection being screwy. Probably, we’re on satellite...Of course, planet’s moving and all, you know. Lol
Perfect! I’ll add that to the top...OK...Awesome! So what are we thinking about the resources? Do you think we’re good? Do you think we need to specify in the websites, school databases for inquiry research? Or something like that? I think resources are okay. . Sounds good… I agree...
I highlighted presentation above. What do you think about the section? I was worried about this section, I think we should say instead:
Educators take turns reading and dramatizing from the picture book. The educators lead the students through the graphic organizer and document student responses onto a class organizer.
good
So that it’s coteaching as opposed to whatever she said on the benchmark… I forgot her words...
-One educator leads the students through the graphic organizer.
-One educator documents student responses onto class organizer.
Ugh! I keep forgetting about that dang picture book!!!! Yes, I think that should be a part of it as well… So we put the two together and wa-la! :-)Which is first, reading or GO? I think the reading is...Does it need more? Isn’t the purpose of a lesson plan so that anyone can pick it up and teach the class if need be? Like a sub…All the times I’ve ever subbed, I have NEVER had a lesson plan like this, probably not any lesson plan, just a list of stuff to do. Yea, well I’ve never done a lesson plan like this either…. Not even in school… It’s very detailed compared to usual lesson plans I think….
I think it’s good. I think a teacher could pick it up and teach off of it… I don’t think it needs to be more scripted or anything… I think it is very similar to the lesson plans in Dr. M’s book…. I went off the lesson plan we used on the deconstruction…. It’s very similar...Okay
any other worry spots? I don’t think so, we already addressed the ones I had…
This was blank: Research-based Instructional Strategies:I put in ISP. Is that what she means?**
I believe so… I saw that you’d written that… I wasn’t sure what to put, but I think you’re right… I mean that IS what ISP is, so…. it makes sense...Well, do you think it’s done?
I think we are good to go! I think we did an excellent job!!! What do you think?
We just need to decide who is submitting what and when we are submitting…
Chris: One partner will submit the rubric with the top portion completed and all graphic organizers, rubrics, and the like. Add each document as attachments before you click "submit."
Theresa: The other partner will submit the URL to the completed lesson plan. It must follow the template.
Do you want the rubric? Yes, ½ dozen etc.
That’s fine, either one is good for me :) I can do the rubric and other files if you want...I know you were having difficulties…:) Lol, well, it’s just with the wiki… For some reason I’m not able to upload onto them… I couldn’t do it for the marketing thing either and had to have Crissy upload my stuff… I can attach the stuff to Bb though…. Whichever you feel most comfortable with is fine with me…
That sounds good :-) I will need to copy our improved LP from on top and paste into wiki. I will also paste this conversation in the wiki; and my voice into the discussion.
Okay… do you want me to do any of that??? And I’ll add my voice as well… Your voice is good. I can do the rest. I also want to make sure she can link between all three parts of the LP projects. Check ing now to make sure we used all the discussioin pages…
Ok...I think we’re covered. Did you just refresh?
Ok… nope… I don’t think so….Okay, do we want to call it done? I will probably submit that stuff tomorrow. I’m good with that, are you???
Then I will submit tomorrow as well… It’ll probably tomorrow night before I have a chance… So around 8 or 9 tomorrow night….That’s fine. We don’t get extra points for submitting early… I wish we did!!!! Lol Okay, then, I think that’s a wrap. I’ll email you a reminder in the evening, just in case. ;) Lol, awesome! Thanks!!! Have a good night! Good luck on your other projects. You too!!! And good luck to you as well!!! Thanks for being such a great partner!!! Oh, I’m blushing...You were awesome, too! :-) Alright, have a great evening!!! Bye.